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Biodegradability and disposal of polymersAQA A-Level Chemistry: Revision notes

Section 1

Polyalkenes: inert and non-biodegradable

Polyalkenes such as poly(ethene) and poly(propene) have a backbone of C–C bonds with C–H bonds. These bonds are strong and non-polar, so there is no δ+ atom for a nucleophile such as water to attack.

As a result polyalkenes are chemically inert and non-biodegradable: microorganisms and their enzymes cannot break them down, so waste persists in the environment for many years.

Key termsnon-polar bondchemically inertnon-biodegradable
Common mistake

Do not say polyalkenes are unreactive because they have a high Mr. The reason is that they only have strong, non-polar C–C and C–H bonds.

Section 2

Hydrolysis of polyesters and polyamides

Hydrolysis breaks a bond by reaction with water. The links in condensation polymers can be hydrolysed:

  • ester link: –CO–O– + H₂O → –COOH + HO–
  • amide link: –CO–NH– + H₂O → –COOH + H₂N–

In acid, an amide gives a carboxylic acid and an ammonium ion (–NH₃⁺). In alkali, an ester or amide gives a carboxylate salt. A polyester yields the dicarboxylic acid and the diol (for example PET gives benzene-1,4-dicarboxylic acid and ethane-1,2-diol).

Because they can be hydrolysed, polyesters and polyamides are biodegradable.

Key termshydrolysisbiodegradable

Section 3

Why condensation polymers can be hydrolysed

The links in polyesters and polyamides contain polar bonds. In an ester or amide group the carbonyl carbon is δ+ because oxygen is more electronegative.

A nucleophile (water, OH⁻, or an enzyme) is attracted to this carbon and breaks the C–O or C–N bond. Polyalkenes have no such site, so nothing can start the attack.

To compare: polar link, δ+ carbon, nucleophile attacks, hydrolysed versus non-polar C–C, no δ+ site, inert.

Key termsnucleophilecarbonyl carbon
Exam tip

In an explain question name the δ+ carbon, say what attacks it, and say which bond breaks.

Section 4

Disposing of waste polymers

Methods and their main points:

  • Landfill: cheap, simple; but non-biodegradable polymers persist, take up land and waste a resource.
  • Incineration (energy from waste): the heat released can generate electricity and the volume falls; but CO₂ is released and toxic gases (for example HCl from chlorine-containing polymers) must be removed.
  • Recycling: saves crude oil and reduces waste; but collection, sorting and cleaning cost money, and quality can fall.
Key termslandfillincinerationrecycling

Section 5

Types of recycling

Mechanical recycling: sort polymers by type, clean, shred, melt and remould. Works best for a single, clean polymer such as PET.

Feedstock recycling: break the polymer into smaller molecules that can be reused as raw materials. Condensation polymers can be hydrolysed back to monomers; polyalkenes can be cracked into hydrocarbons.

Mixed or contaminated waste is hard to recycle and is often burned for energy. A justified conclusion in an evaluation names which method suits which waste.

Key termsfeedstock recycling
Exam tip

Evaluation answers need a reasoned judgement, such as recycle clean single polymers and burn mixed waste.

That's the notes covered.

Carry on to the next subtopic.

Exam questions on Biodegradability and disposal of polymers

  1. A council is choosing between poly(propene) crates and polyester food trays for a school canteen. It wants to know how each material will behave if it ends up in the environment.
    Explain why poly(propene) is chemically inert.2 marks
  2. Fishing nets made from nylon-6,6, a polyamide, are sometimes lost at sea. Nylon-6,6 is made from hexanedioic acid and 1,6-diaminohexane.
    The nylon-6,6 is hydrolysed by hot aqueous acid. Give the formulae of the two organic products.2 marks
  3. A local authority collects poly(ethene) packaging waste. It can send the waste to landfill, burn it in an energy-from-waste plant, or recycle it.
    State one advantage and two disadvantages of disposing of poly(ethene) waste in landfill.3 marks
See the full worksheet

Written by the Exaim team, led by Shaun Daswani (Head of Upper Secondary, Improve ME Institute; MSc Financial Mathematics, Imperial College London; BSc, UCL) and Jason Daswani (operational lead, Improve ME Institute; LSE).